Year 7 student Chloe practised converting between fractions, decimals, and percentages, and tackled worded percentage problems using real-life discount scenarios.

Year 9 student Lachlan worked on sketching linear equations by creating tables of values and identifying gradients and intercepts, then moved to distinguishing between parallel and perpendicular lines on graphs.

Meanwhile, Year 10 student Olivia explored solving quadratic equations using factorisation and the quadratic formula, with extra focus on recognising turning points and sketching parabolas accurately from given equations.

Several high school students repeatedly did not complete homework, as seen in Years 9 and 11 ("Did not complete homework, needs to complete at least the minimum amount"), which limited class time for deeper practice.

In Year 10 algebra, working out was often messy or skipped entirely—"notation and setting out needs significant improvement"—making it difficult to spot errors or understand steps.

One Year 8 student consistently tried to solve problems in her head rather than writing out calculations, leading to confusion when tackling multi-step word problems.

During a Year 12 lesson, "sketching was rough…needs to work on doing her sketching as neat and accurate as possible," so graph interpretation suffered under test conditions.

One Cottesloe tutoring session saw a Year 11 student who previously rushed through problems begin to slow down and check her answers for sense, catching errors before they became habits.

A Year 8 student who used to hesitate when faced with worded percentage problems is now breaking them into key steps independently and showing her working clearly without prompting.

Meanwhile, a younger student in Year 4 has started attempting every maths question on her own first—something she avoided last term—and only asks the tutor for help after giving it a real try herself.